Transcript

3.
“ The assumption is that is that best teacher is the teacher who devises classroom methods and techniques that derive from a comprehensive knowledge of the total process of language learning, of what is happening within the learner and within the teacher and the interaction between the two. All of this knowledge, however, remains somehow abstract in the mind of the teacher unless it can be empirically tested in the real world. Your theory of second language acquisition can be put into practice every day in the classroom, but you will never know how valid your theory is unless you systematically measure the success of your learners – the success of your theory-in-practice” Douglas Brown (1987:218)

36.
General Rules for Item Facility IF less than 0.20 - difficult test items IF 0.20 - 0.80 -moderately difficult items IF more than 0.80 - easy items

37.
ITEM DISCRIMINATION ANALYSIS We test because we want to find out if the students know the material, but all we learn for certain is how they did on the exam we gave them. The item discrimination index tests the test in the hope of keeping the correlation between the knowledge and exam performance as close as it can be in an admittedly imperfect system. Zurawski 1998: 2

38.
ITEM DISCRIMINATION ANALYSIS - Compares the performance of upper group of students (high test scorers) and lower group (low test scorers) on each item in the test

0.20 – 0.29 – Marginal items, usually needing and being subject to improvement

Below 0.19 – Poor items, to be rejected or improved by revision

41.
DISTRACTOR EFFICIENCY ANALYSIS How many students chose each option?

42.
A perfect item would have 2 characteristics: - Everyone who knows the material tested in the item would get it right - Students who do not know would have the answers equally distributed amount the options